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Full text of "Nova (Illinois Mathematics and Science Academy)"

newsletter from the Illinois Mathematics and Science Academy 



Ui/ 



^IMSA 



Volume 1 • No. 1 



"A Pioneering Educational Community" 




Illinois Mathematics and Science Academy 

1500 West Sullivan Road 
Aurora. Illinois 60506-1039 
312/801-6000 

Director 

Dr. Stephanie Pace Marshall 
Board of Trustees 
Dr. Nancy Cole 
Dean of College of Education 
University of Illinois 
Dr. LeRoy Ducksworth 
Superintendent 
' East St. Louis School Dist. 189 
Ms. Sheila Griffin 
Marketing Executive 
Motorola Incorporated 
Mr. Gary D. Jewel 
Superintendent of Schools 
Aurora West School Dist. 129 
Dr. Leon Lederman 
Director 

Fermi National Accelerator Laboratory 
Mr. John Marion 
President 

International Brotherhood of Electrical Workers 
Dr. Walter Massey 

Vice President for Research and for Argonne 
National Laboratory. University of Chicago 
Mr. John McEachern. Jr. 
President 

Wayne Circuits Incorporated 
Dr. David Mintzer 
Special Assistant to the President 
Northwestern University 
Mr. James D. Pearson 
President 
Aurora Industries 
Dr. David R. Pierce 
Executive Director 
Illinois Community College Board 
Dr. Anthony Sadowski 
Vice President 
Nalco Chemical Company 
Mr. Ted Sanders 

State Superintendent of Education 
Ms. Barbara Schmulbach 
Teacher of Mathematics 
Carbondale Community High School 
Mrs. Elise Scott 
Teacher of Chemistry' 
Mattoon High School 

Mr. Jesus Manual Sosa 

Principal 

Clemente High School. Chicago 

Dr. Richard D. Wagner 

Executive Director 

State Board of Higher Education 

Editor 

Naomi Geltner 

NOVA is published five times a year by the 

IMSA Communications Office. 




The pioneering staff and faculty of the Illinois Mathematics and Science Academy. 



Dear Member of the Academy Community, 

Welcome to the first edition of the 
Illinois Mathematics and Science 
Academy's newsletter! The Illinois 
Mathematics and Science Academy is a 
three-year residential school for students 
gifted in mathematics and science. The 
Academy was created as part of Senate 
Bill 730, the Comprehensive Educational 
Reform Bill in Illinois, and opened on 
September 7, 1986, with 210 of the 
state's brightest students. 

According to our legislation, students 
receive their education at the Academy 
without charge for housing, food service, 
or tuition. The Academy offers a com- 
prehensive program in mathematics, 
science, social science, English, and for- 
eign language. Presently, instruction is 
offered in French, Spanish. German, 
Latin, and Russian. Beginning with the 
1987-1988 school year, we will be offer- 
ing a program in Japanese language and 



culture, and hope to expand our non- 
Western language instruction by adding 
Mandarin Chinese the following year. 
Programs in fine and performing arts are 
being developed, and our cocurricular 
interscholastic program in athletics and 
other academic activities is being 
expanded. 

The Academy presently has the equi- 
valent of fifteen teachers. All full-time 
teachers have a minimum of a master's 
degree in their respective subject area, 
and almost 30 percent have a Ph.D. in 
their field. All faculty and staff are 
employed on one-year contracts. 

The Academy is located near the 1-5 
High Tech Corridor, encompassing 
Aurora, Batavia, and Naperville within 
forty miles of Chicago's vast cultural and 
educational assets. The area has seen an 
explosion of recent growth. 

The Illinois Mathematics and Science 
Academy is located on a 93-acre campus 

continued on next page 



ILLINOIS MATHEMATICS AND SCIENCE ACADEMY 



continued from page 1 

within the city limits of Aurora. The $14 
million campus was completed in 1978 
by the Aurora West School District. It 
was closed in 1981 because of declining 
enrollments and will be purchased from 
the West Aurora School District by the 
Board of Trustees of the Academy. 

At the present time there are only 
three public residential schools in the 
country for students gifted in math and 
science. These include the North Caro- 
lina School of Science and Mathematics 
and the Louisiana School of Mathe- 
matics, Science, and the Arts. Of these 
three residential schools, the Illinois 
Mathematics and Science Academy is 
the only three-year school and has the 
most modern facilities. The building has 
125 modular classrooms, a large infor- 
mation resource center, a small theatre, 
music and art rooms, and a specially 
designed greenhouse. In addition, the 
Academy has three large gymnasiums 
and a competition-sized pool. 

Two residential dormitories will be 
completed for student use in April. 1987; 
at the same time, we will break ground 
for three additional dormitories for our 
incoming students in the 1987-1988 
school year. Our student population for 
1987-1988 is expected to be approxi- 
mately 500. 

To supplement our academically 
rigorous program, students will work 
with scientists, researchers, educators, 
and engineers at Fermilab, Argonne 
National Laboratory. A.T.&T. Bell Labor- 
atories, Amoco Research, Nalco, and 
other high tech companies, research 
institutions, and universities in our area. 

In addition to professional mentors 
and tutors, students will have access to 
the University of Illinois' Cray Super 
Computer and the PLATO system. We 
are in the process of developing a com- 
pletely merged library/computer center. 

The principal mission of the Illinois 
Mathematics and Science Academy is to 
provide an exemplary academic program 
for our "apprentice investigators" 
within an environment that fosters 
inquiry, creativity, imagination and risk- 
taking. However, the Academy will also 
be a catalyst for the improvement and 
enhancement of science and mathemat- 
ics teaching in Illinois, by serving as a 
laboratory for curriculum and instruc- 
tional inquiry and development. As a 
pioneering academic community, the 
Academy will serve as an outreach center 
for program and material development 




Dr. Marshall talks with Andy Bagnato. Tribune Reporter. 



and teacher training. 

The nation is facing a critical shortage 
of citizens trained in the fields of 
science, mathematics and technology. 
The State of Illinois has an obligation to 
the nation and to its own citizens to 
develop the human resources necessary 
for economic leadership in a post- 
industrial society. The Illinois Mathe- 
matics and Science Academy is prepared 
to address this very broad challenge by 
nurturing creative excellence in students 
of science and mathematics. 

The opening of the Illinois Mathemat- 
ics and Science Academy represents the 
beginning of a bold new venture in edu- 
cation in Illinois, and we are confident 



that the Academy will make a difference 
in the lives of our students and in the 
improvement of mathematics and 
science education in our state. 

The Academy is a state-wide institu- 
tion. Your insights and suggestions will 
be enormously helpful as we continue to 
shape the culture and program of this 
institution. As a citizen of Illinois, we 
invite your inquiry and participation in 
our state's most unique educational 
venture. 

James D. Pearson, President 
Board of Trustees 

Stephanie P. Marshall. Ph.D. 
Director 



New York Studies 
Academy Concept 

The state of New York is among sev- 
eral states that are studying the concept 
of a public residential school for the 
gifted. Governor Mario Cuomo recently 
sent a representative on a fact-finding 
tour of the Illinois Mathematics and 
Science Academy. Jim Miller, Deputy 
Commissioner of Commerce, visited with 
staff and the Student Council on Friday, 
February 6th. 

Last month Governor Cuomo 
requested $1 million to study the feasi- 



bility of establishing a residential school 
in Long Island, New York. The proposal 
follows two years of preliminary studies 
by state officials attempting to develop 
regional training centers for the gifted. 
According to reports, the expense of 
establishing 19 regional centers under 
local school board jurisidiction prompted 
the move by Cuomo. 

The Bronx High School of Science in 
New York served as one of the inspira- 
tions for the Illinois school. Only two 
other states have developed public resi- 
dential schools - Louisiana and North 
Carolina. Other states considering a sim- 
ilar endeavor include Indiana, New Jer- 
sey, Oklahoma and Maryland. 



ILLINOIS MATHEMATICS AND SCIENCE ACADEMY 



IMSA Math Teacher Attends Math Symposium 




"There is a difference in attitudes and 
expectations between the Japanese and 
the American students," says Sue 
Eddins, math teacher. She says those 
were the biggest issues that kept recur- 
ring at the Symposium on International 
Comparisons of Mathematics Education 
that released additional information on 
the topic. (See related article.) 

The symposium included presenta- 
tions from four major cross-cultural stu- 
dies: The Second International Mathe- 
matics Study (SIMS), U.S. Summary 
Report, The International Association 
for the Evaluation of Educational 
Achievement, Mathematics Learning in 
Japanese, Chinese and American Class- 
rooms and math text translation of Dr. 
Isaak Wirszup. 



Sue Eddins. /MSA Math Teacher 



U.S. Students Mediocre in Math, 
National Study Says 



American pupils badly trail their coun- 
terparts in Japan and China in the area 
of mathematics, according to a study of 
18 nations co-authored by a University of 
Illinois mathematics professor. This 
information was released at an interna- 
tional math symposium recently in 
Washington. D.C. 

According to the study, and author 
William Travers, unchallenging and 
pointlessly repetitious school curricula 
contribute to the low achievement of 
American students. "We're revisiting 
concepts," says Travers in an Associated 
Press article about math, "but we're not 
adding anything new." 

The study disputes claims that Ameri- 
can students are outperformed by other 
nations' students because of lack of suf- 
ficient time for instruction, large class 
size, or because of poorly trained 
teachers. Japan's average class sizes, 
according to the report, are about 43 for 
the 12th grade, while American schools 



average 26. American students spend an 
average of 144 hours per year in math, 
compared to 101 for the Japanese. 

According to Travers, America is 
beyond the quick-fix stage. "It's going to 
take a long-term commitment — at least 
20 years — to turn things around." The 
report recommended renewed scrutiny of 
math textbook quality, increased status 
and rewards for math teachers, and 
improved professional development pro- 
grams for teachers. It also calls for 
increasing the intensity of content in 
math classes. 

"We need to make better use of the time 
that is available," Travers emphasized. 

The Academy is carefully studying the 
results of this report as it continues to 
develop the Math Curriculum. 



One of the studies was of kinder- 
garten, first and fifth grade students by 
people at the University of Michigan and 
the University of Chicago. According to 
Eddins. that study included a lot of 
classroom observation. "In a Japanese 
classroom, presenting the idea of six 
minus four, a teacher could spend a 
whole period of mathematics on that one 
idea. He would begin every problem like 
that. . .presenting it as an application. 
And, he would ask students to make up 
problems that would have that as a 
representation. An American school 
would have done twenty-five problems, 
emphasizing the answer." Eddins says 
what was important in the Japanese 
classroom was not the answer, but the 
idea. "That was only at the elementary 
level, but I think that carries on to the 
secondary level as well." 

According to Eddins, the attitude of 
students, teachers and the general pub- 
lic plays a role in the level of achieve- 
ment. "Those countries which tended to 
score extremely high, generally speak- 
ing, were not all that satisfied with their 
educational system. Of the teachers, par- 
ents and students interviewed in the 
U.S.. all expressed satisfaction with the 
educational system. But when you look 
at the performance levels, they're not 
there." The consequence, she says, is 
complacency and almost no impetus to 
change. 

Eddins was among 200 educators 
invited to participate in the conference, 
and says that the state of Illinois was 
well represented, not only among parti- 
cipants, but among the presenters as 
well. Those at the conference will now 
be expected to disseminate the informa- 
tion to their own schools and states. 
"The main thrust of the conference is for 
participants to try to get together with 
state and national leaders and produce a 
set of guidelines that might begin to 
influence policy and help improve 
mathematics education." 



ILLINOIS MATHEMATICS AND SCIENCE ACADEMY 



IMSA Fund Has 
First Director 

An Aurora resident has been chosen to 
head the new foundation for the Illinois 
Mathematics and Science Academy. 
Alberta Solfisburg was officially hired as 
the Director for the IMSA Fund for 
Advancement of Education during its' 
Board of Directors meeting in February. 

"I'm looking forward to just being at 
IMSA. It will be exciting to work at a 
pioneering educational facility," says 
Solfisburg. "It will be exciting to sell 
IMSA, as an investment in our country's 
youth. . .as an investment in our coun- 
try's future." 

Solfisburg started her new position 
Monday, February 9th, after serving as 
Associate in Development for Aurora 
University for ten years. In that period, 
she worked towards raising funds and 



administering federal grants. Solfisburg 
replaces Interim Director, Borden Mace, 
who left in November to return to North 
Carolina. 

I think IMSA will be easy to market to 
investors," she adds, "because it is so 
unique." According to Solfisburg, the 
Fund hopes to raise $15 million over a 
three-year period, for endowments, oper- 
ating expenses and special projects. As 
Director, she plans to develop a program 
of planned giving and annual giving, as 
well as initiating grant proposals to 
foundations and the corporate sector. 
The Fund has so far received over 
$400,000 in total contributions since its 
inception. 

Solfisburg was born and raised in New 
Mexico and has lived in Aurora for over 
thirteen years. She has worked for more 
than 16 years in fund-raising activities. 
Prior to her position with Aurora Univer- 
sity, she worked in grant-writing for 
Lewis University in Lockport, Illinois. 



Student and Chemistry Teacher 
Invited to D.C. 



An IMSA student and his chemistry 
teacher will attend a special Centennial 
celebration in Washington, D.C. 

Mehmet Giiler and chemistry teacher, 
Chris Kawa, of Batavia, were selected to 
attend the 100th Anniversary meeting of 
the National Institutes of Health. 

NIH is sponsoring a Centennial Scho- 
lars and Teachers program to encourage 
the best young minds to consider careers 
in biomedical research. The program also 



recognizes outstanding efforts by 
teachers. 

Giiler, of Anna, Illinois, was selected 
on the basis of his interest in the bio- 
medical field. He selected Kawa as the 
teacher who most influences him in 
science. Kawa will accompany him to 
the special three-day event. 

According to NIH, a major public tele- 
vision series is planned in connection 
with the observance. 





Chris Kawa 



Mehmet Giiler 



Life as a Resident 
Counselor 



Working as a Resident Counselor at 
IMSA is quite different from similar posi- 
tions at colleges or universities. Some of 
the primary duties the IMSA RCs have 
include advising students, as well as 
planning educational and social 
activities. 

When IMSA first opened in Sep- 
tember, the RCs worked with the stu- 
dents by helping them establish time 
schedules and even teaching some how 
to do laundry. 

The RCs all have different educational 
backgrounds. Julie Freund grew up in a 
large family and is the oldest of eight 
children. She holds a B.A. in Physical 
Education from Aurora University. Her 
background has enhanced the recreation 
and sports activities at IMSA. Freund 
currently coaches the girls basketball 
team. 

Head male Resident Counselor, 
Harold Cline has a Master's Degree in 
Divinity and served as a resident advisor 
at the North Carolina School of Science 
and Mathematics. The diversity of expe- 
riences results in a variety of activities 
and ideas for the new students. While 
the RCs come from different back- 
grounds, Freund and another female RC, 
Melissa Striegel agree that nothing can 
really prepare a person for doing the 
kind of work they do at IMSA. 

According to Striegel, "when you're 
an RC in a situation like this you do 
more than just enforce rules. We do a lot 
of counseling. It's more personal." 

For the nine who have chosen to work 
in this unique residential environment, 
the rewards have been many and varied. 
"It's the little things, for me," says 
Striegel, "We get notes from the parents 
and phone calls thanking us for the job 
we're doing." 

Off-campus sign-outs, curfew checks, 
housekeeping inspections and room care 
are issues not ordinarily addressed at 
most schools, but they are part of the 
daily routine for the Academy's RCs. 
They are the recreation directors, super- 
visors and the shoulders that students 
can cry on. If there is one characteristic 
that probably runs through all the RCs, 
it is that they love working with kids 
and, according to Striegel, "It helps to 
have a good sense of humor." 



ILLINOIS MATHEMATICS AND SCIENCE ACADEMY 



IMSA Student Profile 

IMSA serves students who have com- 
pleted the equivalent of the ninth grade. 
This year's class of 210 (120 males and 90 
females) represents a sample of the state's 
brightest youngsters. They vary in age 
from 12 to 16. 

State legislation requires that the stu- 
dent population reflect the ethnic, racial 



and gender distribution of Illinois. The 
present class is 70% Caucasian, 10% 
Black, 15% Oriental, 3% Hispanic, and 
2% from other ethnic groups. 

Fifty-five percent of the students are 
from the Chicago suburban area. Forty- 
five percent of the class come from other 
parts of the state. 

The average Scholastic Aptitude Test 
(SAT) score for these students is 620 in 

ILLINOIS MATHEMATICS AND SCIENCE ACADEMY 




Caucasian Amer/White 71 6% 
151 



mathematics, and 537 in the verbal sec- 
tion. These scores are approximately 150 
to 200 points higher than those of the 
average college-bound senior. The tests 
were taken by students as eighth or ninth 
graders. 

The current class was selected from an 
application pool of 768. Approximately 
300 students will be invited for the 1987- 
88 academic year. 



Oriental American 14 2% 
30 




Alro American/Black 9 5% 
20 



Spanish American 2 8% 
6 
, American Indian 14% 

Unknown 5% 



IMSA Looks to New Student Scholars 



The Illinois Mathematics and Science 
Academy is only six months old, but it is 
already preparing to enlist the class of 
1990. About 11,000 application materials 
were mailed to school superintendents, 
principals, guidance counselors, and 
state legislators. 

"We believe we did a terrific job last 
year in selecting our students and plan 
to use a similar strategy this year," says 
Dr. LuAnn Smith, Dean of Admissions. A 
committee of about 30 professionals in 
education and private industry screened 
the more than 750 applications that 
were submitted last year. According to 
Smith, the Admissions Office is hoping 
to enlist the same people for screening 
this year. 

"This year teachers of mathematics 
and science, along with parents and 
counselors are asked to provide us with 
additional information. Students also 
have the opportunity to tell us about 
themselves and why they would like to 
be IMSA scholars," says Smith. She says 
they look for more than just high test 



scores, and students are judged on an 
accomplishment-based rating system. 
"In comments, screeners are looking for 
exceptional mathematical or scientific 
abilities and reasoning through special 
projects or competitions." 

After admission, all IMSA students 
will be studied, while in school and after 
they leave. That responsibility is also 
under Smith's direction. "We need to 
know how this environment affects these 
students and what is effective and what 
is not." 

Entering students and their families 
were asked to complete background 
questionnaires before and after they 
arrived at IMSA. The information will be 
used to develop programs at this and 
other schools around the state. "We 
need to more fully understand cognitive 
development, . . .and how it differs 
among gifted students from the general 
population, and the different ways they 
display their exceptional ability." 

She says that while there are many 
studies on the gifted child, there are not 



many studies on large numbers of stu- 
dents at higher grade levels. According 
to Smith, "We want to look at factors 
that affect their future professional lives, 
such as family background, geographic 
characteristics, travel histories and out- 
side reading interests." She says some of 
the information will not be meaningful 
until greater numbers of students are 
included in the study and until most are 
in a position to choose professional 
careers. But, the studies need to be 
started now, and in the short-run the 
Academy will be able to determine how 
student background affects study behav- 
ior at the Academy. 

For now, Smith and the Admissions 
Office are engaged in getting informa- 
tion to schools around the state. Smith 
is on a speaking tour to schools and 
Educational Service Centers through the 
month of February. Students have until 
April 1st to complete applications. 
Anyone wishing information should call 
the Admissions office or the Academy at 
(312) 801-6000. 



ILLINOIS MATHEMATICS AND SCIENCE ACADEMY 



The Feeding, Caring and Sheltering of 205 Adolescents 



Most parents can probably visualize 
the situation captured in our headline, 
so it should come as no surprise when 
Dean of Student Services, Cathy Veal 
says, "There is never a dull moment!" 
Few high schools have to contend with 
feeding, protecting and providing activi- 
ties for students around the clock, in 
addition to developing a nurturing aca- 
demic environment. At IMSA, the stu- 
dents and nine resident counselors live 
in converted labs and music rooms, 
while permanent dorms are being 
completed. 

"The current living arrangements are 
less than ideal, but they have served to 
foster a tremendous camaraderie among 
the students," says Veal. Some students 
have even suggested that all future stu- 
dents be required to spend several weeks 
under similar conditions. 

The nine resident counselors (RCs) 
provide care and supervision during non- 
academic hours. For the RCs, the posi- 
tion is not just a job, it's a lifestyle. 
"Every day is different", says Julie 
Freund. She adds that even on days off 
they are in demand. "Whenever you're in 
the building you're on duty." 

Training the staff has been one of the 
biggest challenges faced by Dean Veal. 
She has had to train a novice staff and 
says, "Having them live in less than 
ideal conditions has been a challenge," 
and she adds. "We had to do it in less 
than a month." Veal came to IMSA from 
the North Carolina School of Science 
and Mathematics (NCSSM) after four 
years there. 

"By the time I arrived at NCSSM, 
everything was already in place," she 
says. "The initial organizing makes this 
(situation) very different." 

One of the other differences Veal finds 
at IMSA is that the three-year program 
offers greater potential for what can be 
done. According to Veal, "At NCSSM 
(students) spend the first year adjusting 
and the second year separating. Here at 
IMSA, we have a middle year, so I think 
that offers a whole new set of 
possibilities." 

The students may possess special 
talents and unique characteristics that 
distinguish them from others the same 
age, but in many ways "they are still 
normal teenagers", according to Veal, 
"and they care about many of the same 



kinds of things that other teenagers care 
about." She adds, "They are just as 
interested in whether or not they're 
going to get a date to the Saturday night 



dance as whether or not they will do 
well on their Chemistry test tomorrow. 
They're also very interested in the latest 
fashions." 




Above: Students relax after finals in their temporary dorm room. Photo by student Badrinath 
Rengarajan. 

Below: Gary Cerefice makes himself "at home" in his temporary dorm room. 




ILLINOIS MATHEMATICS AND SCIENCE ACADEMY 



TRMLBIAZERS. . . 

Abraham Lincoln came to life at IMSA 
through the dramatic portrayal by actor 
James A. Getty. Getty, a native of central 
Illinois, is a Lincoln scholar who brings 
the sixteenth president and Gettysburg 
address to the stage and classroom. That 
period of American History came before 
Academy students February 23rd. Getty's 
portrayal coincides with the study of the 
Civil War in the social sciences 
department. 

In addition to the dramatic presenta- 
tion by Getty, students studied that time 
period by taking on the roles of political 
leaders, officials, citizens and business- 
men of that era. Students responded to 
situations as they believe their charac- 
ters did in real life. The result is a first- 
hand experience of the escalation of pol- 
itical situations and war. 

Role-playing has been a common 
classroom technique in the social 
science department as teachers encour- 
age students to participate and "get the 
feel" for an historic period. An earlier 
class had students taking on opposing 
roles for a study of the Salem Witch 
trials. According to teacher Bernie Hol- 
lister, the role-playing was a study in 
fear and social politics. 

The department also brought the U.S. 
Constitution to life for a recent Saturday 
Seminar. Students became members of 
the Senate and House of Representatives 
as they proposed and debated constitu- 
tional amendments. Students considered 
three amendments. One of the amend- 
ments would have extended voting privi- 
leges to other intelligent life-forms, such 
as porpoises. Another bill would have 
put a computer in every citizen's home 
making it convenient to vote on issues. 
Both bills were defeated. Teacher Bill 
Stepien says he expects to expand the 
constitutional concept to other inter- 
ested schools (which would represent 
states). The project would develop into a 
long-term study and involve more 
students. 



Renowned author and poet, Frederick 
Turner also brought his special talent to 
the staff and students of IMSA. Turner, 
currently Founders Professor of Arts and 
Humanities at the University of Texas in 
Dallas, has written several books of poe- 



try and a comprehensive study, Shakes- 
peare and the Nature of Time. Turner 
has been described as: 
". . .English and American; classical and 
modern; his poetry, at once dense and 
powerfully mysterious. . ." (Wesleyan 
University Press). Turner shared his 
expertise with IMSA staff on February 
21, and with students for a required 
seminar on Saturday. February 22. Turner 
discussed his recent article "A Design for 
the New Academy" which appeared in a 
recent issue of Harper's Bazaar. 

In preparation for Turner's visit, stu- 
dents prepared various scenes from Sha- 
kespeare's The Tempest. They made 
their presentation as part of the Saturday 
Seminar. 



The IMSA Math Team is currently in 
sixth place in overall competition 
against 40 Chicago Metropolitan High 
Schools, after four meets. The academy 
ranks number one in the Freshmen div- 
ision and third in the Sophomore div- 
ision. Team coach Chuck Hamberg says 
he is very pleased with the team's show- 
ing, especially in their first year of com- 
petition with only a few months of prep- 
aration. According to Hamberg, the 
Chicago area is traditionally a power- 
house in math competition. 

IMSA's strong showing is especially 
noteworthy since most members of the 
team have never competed before. IMSA 
students who have participated in com- 
petition include: Frank Borras. Brian 
Butler, Robert Chang, Sam Choi, Steve 
Collins, Amy Courtin, David Franklin, 
Peter Cast, Todd Groner, Mehmet 
Guler, Matt Hausken, Cheryl Heinz, 
Saunders Hsu, Paul Ivsin, Lillian Kao, 
Karen Kiener, Jordan Koss, Laura 
Kozlevcar, Frank Lai, Young Lee, Lydia 
Leong, Doug Lundquist, Eric Martell, 
Carrie Mokry, Steve Ramsey, Mark 
Smith, Wayming Wu, David Yung. We'll 
have more on the team and the indivi- 
dual competitors in the next issue. 

Dedication to the team, class and 
other responsibilities will prevent Ham- 
berg from joining other math teachers 
around the state on an educational trip 
to China. He and other teachers were 
invited to participate in a three-week 
exchange of mathematics teaching ideas 
with Chinese educators in March. The 
trip is being coordinated through the 
Illinois Council of Teachers of 
Mathematics. 



An official from China who supervises 

over 90,000 teachers in 3100 primary 
and secondary schools was among the 
many illustrious visitors to the Academy 
in its first few months. Mr. Pan Hong- 
xuan, Secretary of Education in 
Shanghai toured the Academy in 
December. Mr. Hongxuan spoke to a few 
of the classes while visiting. The Chi- 
nese official and an interpreter were on a 
30-day visit of the U.S.. gathering ideas 
to help them as they revamp their educa- 
tional system. 

Other international visitors included a 
delegation of educators and officials 
from Puerto Rico, and last summer a 
delegation from Israel toured the 
Academy as part of their fact-finding tour 
of U.S. institutions. 



A delegation from the state of Utah 
will tour IMSA in March. According to 
Dr. Ronald Sing of the Jordan School 
District in Salt Lake City, board officials 
have charged the four-member party 
with gathering information on housing 
students, curriculum programs, and 
vocational programs. The group plans to 
visit four other Chicago-area schools. 



Five IMSA students are participating 
in a national project. Frank Borras, 
Peter Cast, Jill Mitchell, Doug Tumbull 
and Terri Willard are working on an 
emulsion experiment design for Project 
S.H.A.R.E. (Southern Hemisphere 
Aerostat Research Expedition). The pro- 
ject is a lighter-than-air balloon launch 
in the Southern Hemisphere. Its purpose 
is to circumnavigate the globe, or at 
least extend the current records. 

The students are working with Dr. 
Drasco Jovanovich, of Fermi National 
Accelerator Laboratory in designing an 
experiment to be carried on the balloon. 
It will involve preparing emulsions, 
which are similar to photographic films. 
then flying them in the balloon at about 
20,000 feet. Cosmic rays will strike the 
emulsions and the tracks can be mea- 
sured and counted microscopically. The 
tracks might lead the students to insight 
on the tracks and possibly new scientific 
discoveries. The students will also be 
working in conjunction with a team of 
scientists from Ohio State University and 
continued on next page 



ILLINOIS MATHEMATICS AND SCIENCE ACADEMY 



continued from page 7 

several scientists from Japanese 
universities. 



Kris Gerhard of Freeburg, Illinois is ap- 
plying for a Young Scholars grant 
through the National Endowment for 
the Arts. According to her history 
teacher, Bernie Hollister, Gerhard's 
proposal calls for updating the history 
guide for her hometown of Freeburg. 
Announcements on the grants should be 
forthcoming this month. 



History teacher, Bernie Hollister will 
be travelling to Williamsburg, Virginia 
on a fellowship grant to study the Con- 
stitution. Hollister is involved in the 
research and planning for the Bicenten- 
nial celebration of the historic 
document. 



"Coping with Stress" was the topic of a 
program for all students on February 
23rd. The workshop was coordinated 
through social worker Cheryl McCuirk, 
who invited family therapist Jim Weaver 
as a speaker. The program included 



group discussion to aid students in 
developing creative ways to handle 
stress. 



IMSA is sponsoring a Jump Rope for 
Heart event April 12th in the afternoon. 
The fundraiser, which will involve teams 
of students and faculty, will benefit the 
Heart Association of Illinois. Coordina- 
tors Sue Bernal (IMSA Nurse), Tim 
Ritchie (Physical Education), Jeff Young 
and Badrinath Rengarajan, are looking 
for volunteers and/or sponsors. 




JUMP ROPE 

FOR 
HEART 



f American 
" Heart 

Association 
In Illinois 



* 




Illinois Association 
For Health, 
Phyalcal Education 
& Recreation 



r^lMSA 



Illinois Mathematics and Science Academy 
1500 West Sullivan Road 
Aurora, Illinois 60506-1039 



NON PROFIT ORG. 

BULK RATE 

U.S. POSTAGE 

PAID 

AURORA, IL 

PERMIT NO. 129 



newsletter from the Illinois Mathematics and Science Academy 



^IMSA 



Volume 1 • No. 2 




IkW 



".4 Pioneering Educational Community' 



^ 



June 1987 



Illinois Mathematics and Science Academy 

1500 West Sullivan Road 
Aurora. Illinois 60506-1039 
312/801-6000 

Director 

Dr. Stephanie Pace Marshall 

Board of Trustees 

Dr. Nancy Cole 

Dean of College of Education 

University of Illinois 

Dr. LeRoy Ducksworth 

Superintendent 

East St. Louis School Dist. 189 

Ms. Sheila Griffin 

Marketing Executive 

Motorola Incorporated 

Mr. Gary D. Jewel 

Superintendent of Schools 

Aurora West School Dist. 129 

Dr. Leon Lederman 

Director 

Fermi National Accelerator Laboratory 

Mr. John Marion 

President 

International Brotherhood of Electrical Workers 

Dr. Walter Massey 

Vice President for Research and for Argonne 

National Laboratory'. University of Chicago 

Mr. John McEachern. Jr. 

President 

Wayne Circuits Incorporated 

Dr. David Mintzer 

Special Assistant to the President 

Northwestern University 

Mr. James D. Pearson 

President 

Aurora Industries 

Dr. David R. Pierce 

Executive Director 

Illinois Community College Board 

Dr. Anthony Sadowski 

Vice President 

Nalco Chemical Company 

Mr. Ted Sanders 

State Superintendent of Education 

Ms. Barbara Schmulbach 

Teacher of Mathematics 

Carbondale Community High School 

Mrs. Elise Scott 

Teacher of Chemistry 

Mattoon High School 

Mr. Jesus Manual Sosa 

Principal 

Clemente High School. Chicago 

Dr. Richard D. Wagner 

Executive Director 

State Board of Higher Education 

Editor 

Naomi Geltner 

A'Olvl is published five times a year by the 

IMSA Communications Office. 



IMSA's First Year— A Blue Ribbon Finish! 

Academy teams and individuals scored several wins recently, giving the school some 
first-time major victories in its short nine-month history. The Chess team gave IMSA its 
first state title. The Math team took the state first place trophy in the freshman Algebra 
I division and the sixth place trophy overall. A Future Problem-Solving team headed for 
state finals, and six history' projects submitted to the Chicago Metro History' Fair 
entered the finals competition in Chicago. Students also scored well in two language 
tests. The wins have given IMSA students a terrific boost in this, their first year of aca- 
demic competition! The following articles cover some of our bright young stars! 




Some members of the IMSA Math Team. Left to right: Mark Armantrout. Paul Ivsin. Mehmet 
Culer. Todd Croner, Steve Collins. David Joerg. Jordan Koss. Lydia Leong. Eric Martell. (See 
Math Team article below. I 



Chess Team 
Takes State! 

IMSA's Chess team is the new Class A 
state champ and the first team to give 
the Academy a state title! The five- 
member team competed against 20 other 
schools for the top spot in the State 
Chess Tournament held at University 
High in Urbana in late March. IMSA was 
ranked eighth in the tournament with 
teams competing in six rounds over two 
days. 

Team Coach Krist Enstrom credits low 
pressure and a lot of sleep with helping 
the team on the way to the state cham- 

continued on page 3 



Math Students 
and Teams take 
Top Honors! 

An IMSA student is the top freshman 
mathematician in the state and several 
math teams took top honors in a recent 
competition. Steve Collins (Waukegan), 
outscored several hundred other stu- 
dents to win first place in the Freshman 
Algebra written test. The test was part of 
the Illinois Council of Teachers in 
Mathematics math contest held in early 
May. Collins and 1700 of the state's best 
high school math students competed in 
continued on page 3 



ILLINOIS MATHEMATICS AND SCIENCE ACADEMY 




Dear Members of the Academy Community, 

The last few months have been exciting ones for IMSA as we close our first pioneer- 
ing year. Our academic and sports teams have done exceedingly well, surpassing the 
expectations of many, including our own students. A special awards assembly in June 
recognized the efforts and achievements of our students and staff. 

May was a time for us to formally recognize those who have supported us through 
contributions of financial and material resources or time during this first important and 
critical year. An Open House on May 3rd brought many of our special sponsors and con- 
tributors to the Academy. Equally as important as the gifts, is the trust and investment 
those contributions represented to us. 

Our contributors this year joined others in the IMSA community as "risk takers," 
since they gave to something yet unproven. These commitments bind all of us involved 
with IMSA. All have invested a part of themselves in the belief that this school will 
make a significant contribution to the children and teachers of Illinois. 

The collective generosity of our contributors has given us reference books, modems, 
magazines, computers, art work and much needed funds. For their individual contribu- 
tions we are deeply grateful. 

We in turn are committed to live up to those expectations and those investments. As 
you may note in some of this month's Nova articles, our Math team finished sixth in 
the state, winning one first place trophy. Our Chess team is the new state champion 
and some of our other teams are on their way to finals competitions. Many of our 
teachers have also received recognition through fellowships or through the publication 
of articles, and this is only our first year! 

We are also attracting national and international attention. Officials from the states 
of New York, New Jersey, Indiana, Utah, Florida, Nebraska and Minnesota have been in 
contact with us or have visited to study the feasibility of establishing similar schools in 
their states. Mississippi recently passed legislation establishing a residential school for 
the gifted in that state. Representatives from Korea, Puerto Rico, China and Greece 
have also visited us. A school district in Canada is exploring a similar school concept 
and a TV production group from Australia is considering featuring the Academy in their 
documentary. We like to think that the spotlight is not only on IMSA, but on our entire 
state, as a demonstration of what we value in Illinois! 

At the May 3rd Open House program I closed with one of my favorite poems 
by R. L. Sharper 

Isn 7 it strange 

That princes and kings 

And clowns that caper 

In sawdust rings 

And common people 

Like you and me 

Are builders for eternity? 

Each is given a bag of tools, 

A shapeless mass, 

A book of rules; 

And each must make 

Ere life is flown, 

A stumbling block 

Or a stepping stone. 

All of you who have been our friends and supporters have been our stepping stones 
this year, and for this we say — thank you! IMSA won't let you down! 



Stephanie P. Marshall, Ph.D. 
Director 




ILLINOIS MATHEMATICS AND SCIENCE ACADEMY 



[Chess (continued from page 1) 

ipionship. "Some of the other coaches 
;compIained that their kids had stayed up 
late. . .our team was in bed by 8:30. We 
took the tournament seriously," he says, 
"but pressure was low and we kept every- 
thing light. Some of the coaches there 
said it was one of the toughest tourna- 
ments they've had in ten years." 

According to Enstrom, the team is no 
stranger to victories, having had a 10-2 
season against all Class AA schools. He 
says IMSA also had one of the toughest 
schedules at the tournament, having to 
face the 1st, 2nd, 4th, 5th and 9th 
ranked teams. 

The five team members who earned 
their positions on the team through 
competitions include: Ray Dames (Wil- 
mington), Karl Koschnitzke (Aurora). 
Doug Lundquist (Rockford), Doug 
Turnbull (Urbana), and John Hoesley. 
(Chicago). Krist Enstrom, an IMSA Res- 
ident Counselor is from Delavan, 
Wisconsin. 




Left to right: Doug Turnbull. John Hoesleg, Coach Krist Enstrom and Karl Koschnitzhx 
ponder the next move. 



Math (continued from page 1) 

the final round of the seventh annual 
: ICTM competition held at Illinois State 
University in Normal, Illinois. 

Jordan Koss (Northbrook) took fourth 
place in the same division with David 
Joerg (Batavia) placing ninth. This is 
I the first year IMSA students have com- 
i peted in the match competition. 

The Academy took sixth place overall 
: in the state in Division AA, intended for 
\ schools with 750 or more students 
! enrolled. The final round included the 
, winners of competitions held recently at 

19 regions throughout the state. Stu- 
i dents competed in 13 events including 
algebra, geometry, trigonometry and pre- 
calculus to reach the finals. The contest 
featured written, team, relay and oral 
events. 

The Junior-Senior relay teams took 
first and eighth place, with the first 
place team beating all participating 
schools in the competition. The IMSA 
team consists mainly of sophomore-level 
students. Members of the first place 
team were: Steve Collins (Waukegan), 
Gabriel Demombynes (Hinsdale), Karen 
Kiener (Palatine) and Lillian Kao (Elm- 
hurst). Placing eighth in the same cate- 
gory were: Amy Courtin (West Chicago), 
Todd Groner (Marion), Carrie Mokry 
(Hoffman Estates) and Laura Kozlevcar 
(Peoria). 



IMSA teams also took second place in 
the Algebra I written test and sixth in 
the Algebra II. Members of the team in 
addition to Collins. Koss and Joerg 
were: Eric Mart ell (Schaumburg), Matt 
Hausken (Lombard) and Paul Lee 
(Peoria). 



"We are competing. . .in 
one of the toughest, if not 
the toughest, leagues in 
the state. " 



An eight-person team qualified for 
fourth place in the frosh-soph division. 
Students Koss, Joerg, Martell and 
Hausken participated as did: Mehmet 
GUler (Anna), Sam Choi (Lisle), Amy 
Courtin (West Chicago). 

Paul Ivsin (Elk Grove Village) and 
Saunders Hsu (Charleston) took their 
two-person Frosh-Soph team to a fourth 
place finish. The Frosh-Soph relay team 
captured seventh with Hausken, Koss, 
Giiler and Choi participating in that 
event. 



The Algebra II team came in sixth 
with members Demombynes, Hsu, 
Groner, Kozlevcar, Mokry and Lori 
Buetow (Crete). 

The competition, co-sponsored by the 
Illinois Council of Teachers in Mathe- 
matics and the CNA Insurance compan- 
ies, wrapped up months of coaching 
among 6,000 students from almost 300 
high schools entering the competitions. 

The IMSA math students have been 
doing well in math competitions all year. 
After five meets in the North Suburban 
Math League, the IMSA team took the 
first place trophy in the Freshman div- 
ision; third place in the Sophomore div- 
ision and sixth place trophy in overall 
competition. Students competed in top- 
ics such as algebra, geometry, problem- 
solving and oral presentations. 

"I'm very pleased with our showing 
this first year, especially since many of 
our kids have never competed before." 
says Chuck Hamberg. "We are compet- 
ing against 40 other Chicago Metropoli- 
tan area high schools in one of the 
toughest, if not the toughest, leagues in 
the state." The math department has 
much to be proud of, as students also 
did well in the American High School 
Math Exam giving IMSA its first state 
ranking at 15th place. (See related arti- 
cle, page 6). 



ILLINOIS MATHEMATICS AND SCIENCE ACADEMY 



History 
Fair 



Ten students who entered the Chicago 
Metro History Fair entered the finals 
competition. The students submitted six 
research projects for the Chicago finals 
at the Newberry Library. A total of eight 
projects were presented previously at 
regionals held at Oakton Community 
College in Des Plaines against 25 other 
high schools. 

"We did admirably," comments 
teacher Bernard Hollister (Glen Ellyn). 
"It was our first competition and we 
were the new kids on the block. We did 
well, and we learned a lot." It was Hol- 
lister's first time coaching students for 
the History Fair. 

. Among the six projects was a live per- 
formance by Lisa Green (Bolingbrook). 
Using six hats as props, Green presented 
her own one-woman creation of "Per- 
spectives on the Working Women during 
World War II." Green was the only IMSA 
entry in the performance category, and 
one of only a few opting for a live pres- 
entation, rather than a videotaped 
version. 

Other projects by IMSA students were 
in the exhibit category and one essay. 
The exhibits and Green's performance 
made it to the finals, including a project 
by Andrew Chen (Charleston) on "The 
Influenza Epidemic of 1918." Hollister 
says he was surprised to learn not much 
had been written about the epidemic 
from the Chicago perspective at previous 
fairs. In his research, Chen explores 
where the virus first began and where it 
began in Chicago. The outbreak was the 
last major pandemic experienced by Chi- 
cago, with as many as 50,000 area resi- 
dents losing their lives. 

A project by Lillian Kao (Elmhurst) 
and Portia Blume (Utica) featured the 
widow of one of the victims of the Hay- 
market Square riots. Their exhibit on 
"Lucy Parsons: The Most Dangerous 
Woman in Chicago" dealt with a differ- 
ent perspective on the infamous event. 
Lucy Parsons, a black woman, was mar- 
ried to Albert Parsons, one of the Hay- 
market rioters who was later hanged. 
She went on to become a significant fig- 




Nick and Chris Bullinger, Portia Blume and Lillian Kao with their projects at the Chicago Metro 
History Fair in the State of Illinois Building. 



ure in Chicago History as one of the 
early feminists and close associate of 
Emma Goldman. Parsons could always 
be found in the forefront of demonstra- 
tions supporting the working class. 



"That's what it's all 
about, "says Hollister, 
' 'having the kids use their 
imagination for research 
and having them be as 
creative as possible for 
the exhibition of that 
research. " 



Gail Tulchinsky (Chicago) focused her 
research on the Fermi National Accelera- 
tor Laboratory for "Fermilab's Contribu- 
tions to Society." (One of the librarians 
from Fermi, May West, worked closely 
with Gail on her project, picking her up 
and staying with her while she 
researched information in Fermilab's 
archives.) 



Nick Bullinger and Chris Bullinger 
(Sleepy Hollow) conducted extensive 
interviews with the Haeger family for 
their project "Haeger Potteries." They 
borrowed artifacts and pictures from the 
family for their exhibit. 

Mark Armantrout (Mattoon) and John 
Dexter (Crescent City) exhibited 
"Motorola: Changing products in Chang- 
ing Times." The pair had information 
and a computer chip for their exhibit. 
They also had an old Motorola radio. 

Derek Wolfgram (Aurora) put 
together an exhibit on "The Tribune 
Tower Stones: Their Origin and Acquisi- 
tion." Derek took his own pictures of 
some of the celebrated stones, captioned 
the photographs with background on the 
items, and used a world map to depict 
the origins of the stones. 

"That's what it's all about," says Hol- 
lister, "having the kids use their own 
imagination for research and having 
them be as creative as possible for the 
exhibition of that research." He adds, 
"We learned a lot at the Fair. Now we 
can better prepare for next year's compe- 
tition." Only themes dealing with the 
work place went on to state finals. 



ILLINOIS MATHEMATICS AND SCIENCE ACADEMY 



\iture Problem-Solvers 



An Academy team took the state 
rookie award in the finals competition of 
the Future Problem-solving tournament 
held at Illinois State University in May. 
The five-member team was cited as the 
one accomplishing the most in its first 
year of competition. IMSA was also the 
only school with two students placing in 
the top ten in individual competition. 
The team, consisting of Portia Blume 
(Utica), Kelly Cahill (Aurora), Sophia 
Davenport (Macomb), Kris Gerhard 
(Freeburg) and Sarah Yates (DeKalb) 
entered the finals with Gerhard taking 
fifth place and Blume placing eighth in 
the individual category'- The same team 
earned first place in the written section 
of the Regional competition last month. 

The Future Problem-Solving Bowl 
presents students with issues of concern 
or potential concern to the future of 
mankind. The teams of students then 
use various resources in oral and written 



exercises to present possible solutions. 
Students are given one hour to make an 
oral presentation or two hours for the 
written category. Teams entering the 
state finals researched issues surround- 
ing the problem of endangered species. 
The Chicago Regional competition 
called for the 25 to 30 schools entering 
to prepare possible solutions for the ero- 
sion of Lake Michigan and the scarcity 
of water in the Chicago area. 

For the regionals. the IMSA team 
wrote out an ad campaign educating the 
public on the water shortage problem 
and included a hotline as part of the 
campaign giving consumers tips on sav- 
ing water. In the Oral competition, a dif- 
ferent team acted out a solution using 
the allegory of "The Three Little Pigs." 
With only preassigned materials as 
resources, they constructed costumes 
ranging from pig snouts to a wig within 
the one-hour limit. The Orals team 



placed first in their category. 

According to team advisor and social 
studies teacher. Bernard Hollister, IMSA 
had the only team with all sophomores 
competing in the senior division. He 
says the team going downstate had one 
month to prepare for the finals, where 
other schools have been preparing for as 
long as two years. "I am very elated 
about our showing," says Hollister and 
adds he is pleased with the strength of 
the students in the social sciences at 
IMSA. "It is gratifying to know that the 
Academy is getting recognition, not only 
in its math and science departments, but 
also in the humanities." 

In the March regional competition, 
three IMSA teams placed among the top 
six winners for the written portion. One 
team placed first. Two took first and 
second in the Oral presentations. 



IMSA's Junior Scholars 

The IMSA Admissions office initiated a 
new program to recognize outstanding 
mathematics students. About 18 sixth 
and seventh graders were identified for 
the IMSA Junior Scholars program in 
this its first year. 

Students are selected through the 
Educational Service Centers across the 
state. The selection is made from first- 
time participants in the Talent Search 
Program and the one with the top score 
in mathematics. 

The 18 students participated in a two- 
day intensive experience at the Academy 
that included an introduction to the 
school's program and dormitory life. The 
Junior Scholars had an opportunity to 
meet with their peers from around the 
state and were matched with IMSA stu- 
dents who served as their "hosts." 

The students received an IMSA T-shirt 
and certificate marking their significant 
achievement. Students invited to the 
Junior Scholars program on May 15th, 
included: 

Kent Barbay - Murphysboro Junior 

H.S., Murphysboro 
Aaron Bish - Mattoon Junior H.S., 

Mattoon 
Matthew Bole - Longfellow, Oak Park 
Eugene Foss - Unit District 35, Flora 




Some of the Junior Scholars on visit to IMSA. Pictured top row, from left. Joseph Kent Rarhay. 
Austin Krumpfes. George Longfellow. Eugene Foss. Middle - Matt Herman. Scott Lenser, Scott 
Rifkin. Steven Frederickson. Bottom - Allan Ho. Matt Boles. Vincent Schleitwiler. Aalok Kache. 
Daniel Maidman. 



Steven Fredericksen - Highland School, 

Libertyville 
Francis Alenghat - Parker Junior H.S., 

Homewood-Flossmoor 
Matthew Hermann - Immaculate 

Conception, Columbia 
Allan Ho - Pioneer Junior H.S., Peoria 
Aalok Kacha - St. Mark's, 

Bettendorf, la 



Austin Krumpfes - Butler, Oak Brook 
Scott Lenser - Dubois, Springfield 
George Longfellow - Hoopeston-East 

Lynn, Hoopeston 
Cliff Myers - Macomb 
Scott Rifkin - Martin Luther King, 

Rockford 
Nathan Sauder - Roanoke 
Jill Smith - Murphysboro 



ILLINOIS MATHEMATICS AND SCIENCE ACADEMY 



IMSA Math 
Scoring High! 

The Illinois Mathematics and Science 
Academy is ranked number one in 
mathematics among small schools in the 
state. The ranking comes as a result of 
tabulations from the American High 
School Mathematics Examination 
(AHSME). About 22,000 students from 
248 schools in Illinois participated in 
the 38th Annual Examination. Steve 
Collins (9th grade, Waukegan) placed 
2nd among all ninth grade students and 
22nd among all students taking the test. 
(While most IMSA students entered at 
the sophomore level, some eighth grade 
applicants were accepted last year.) 

The combined team score placed IMSA 
in the top 10% of all schools in the state 
by having the 15th best score in the 
state. Ten students qualified for the 
Honor Roll after taking the test and 
scoring over 100 points. The ten quali- 
fied to take the American Invitational 
Mathematics Examination (AIME), com- 
peting against mostly juniors and 
seniors. They were: Steve Collins 
(Waukegan), Sam Choi (Lisle), Paul 
Ivsin (Elk Grove Village), Jordan Koss 
(Northbrook), Young Lee (Joliet), Laura 
Kozlevcar (Peoria), Gabriel Demom- 
bynes (Hinsdale), Lillian Kao (Elm- 
hurst), Andy Alt (Aurora) and David 
Joerg (Batavia). 

Eighteen students are listed on the 
Merit Roll for scoring over 90 points on 
the AHSME Exam. They include: Doug 
Turnbull (Urbana), Peter Gast (Naper- 
ville), Erik Rothbaum (Peoria), Ted 
Lizak (Palatine), Ray Dames (Wilming- 
ton), Mark Armantrout (Mattoon), 
Wayming Wu (Downers Grove), Frank 
Lai (Elk Grove Village), Andy Oh 
(Springfield), Stephen Moore (Bloo- 
mington), Cheryl Heinz (Westchester), 
Paul Lee (Peoria), Clay Young (Carbon- 
dale), Amy Courtin (West Chicago), 
Ronjon Paul (Oak Brook), Ann Ashen- 
felder (Wheaton), Nick Bullinger 
(Sleepy Hollow) and Ron McKenzie 
(Carmi). 

Math Teachers Sue Eddins and Chuck 
Hamberg have been working with the 
students. Both say they look forward to 
working with the students next year and 
with the incoming class. According to 
Hamberg next year should be even more 
exciting as the students gain experience 
in competitions. 



The Search for the Class of '90 I 

The review of applications and selection for the next class admitted to the Illinois 
Mathematics and Science Academy began in April and ended in June. A committee of 
27 educators and business professionals from around the state met recently at the 
Aurora facility to kickoff the selection process. As members of the Student Review 
Committee, they were charged with the task of rating the 870 applications of students 
seeking admission to the three-year program. 

All applications were read and rated by three members of the committee. The result- 
ing evaluations were added to test scores and grade-point averages to compute an over- 
all admissions score. The selection process is designed to identify the most talented 
students and guarantee equity of access to students representing the diverse population 
of Illinois. 

According to Dean of Admissions, Dr. LuAnn Smith, "Membership on the Student 
Review Committee was determined by nomination from the leadership of various educa- 
tional organizations." The organizations represented mathematics and science teachers, 
school administrators and counselors. Some organizations making nominations 
included the Illinois Committee on Black Student Concerns in Higher Education, the 
YMCA of the U.S.A. and the IMSA faculty and residential life staff. 

The Student Review Committee met for three days starting April 30th. Successful 
applicants were contacted during June. Members serving on the committee included: 



Charles W. Beirne, Chicago 

The Chicago Public Schools 

Louise Bock, Vernon Hills 

The Illinois Council of Teachers 
of Mathematics 

Edwin R. Clarke II, Lake Forest 

The Illinois Chamber of Commerce 

John D. Court, Sleepy Hollow 

The Illinois Principal's Association 

Maralyn Curry, Canton 

The Illinois Association for 
Counseling and Development 

Clarice C. Boxwell, Shorewood 

The Illinois Committee on Black 
Student Concerns 

Bill Gibbs, Watseka 

The Illinois Association for 
Counseling and Development 

Marmon Gibson, Chicago 

The Chicago Public Schools 

Judith R. Grisamore, Lake Forest 

The Northern Illinois Planning 
Commission for Gifted Education 

Jennifer Grogg, Eureka 

The Illinois Science Teachers Association 

Richard Hanke, St. Charles 

The Illinois Association for Supervision 
and Curriculum Development 

James Hanson, Batavia 

The Illinois Association of Regional 
Superintendents of Schools 



Robert Hawthorne II, Rock Island 

The Illinois Committee on Black Student 
Concerns in Higher Education 

Bernard C. Hollister, Glen Ellyn 

The Illinois Mathematics and Science Academy 

Wesley Heyduck, Fairfield 

The Illinois Science Teachers Association 

Chris Kawa, Batavia 

The Illinois Mathematics and Science Academy 

William J. Kearney, Evanston 

The Illinois State Chamber of Commerce, 
Hanover Park 

Dr. Thomas J. Kucera 

The American Chemical Society 

Willie May, Chicago 

Chicago Public School District #1 

Eric McLaren, Aurora 

The Illinois Mathematics and Science Academy 

Larry Saler, Olney 

The Illinois Council for the Gifted 

Sandra Schmulbach, Glenview 

The Educational Service Centers Gifted 
Ed Consultants 

Denise Sparrow, North Carolina 

The Illinois Mathematics and Science Academy 

Dr. Thomas TenHoeve, DesPlaines 

The Illinois Community College Board 

Dean Van Diver, Springfield 

The Illinois Association for Counseling 
and Development 



ILLINOIS MATHEMATICS AND SCIENCE ACADEMY 



Saturday Seminar: Chicago's Ethnic Heritage 



Even' month IMSA students are 
required to stay at the Academy for a 
Saturday Seminar. The seminars have 
varied from hearing Dr. Larry Schmarr 
lecture on the Cray Supercomputer at 
The University of Illinois to the social 
studies department leading students in a 
simulation of a constitutional 
convention. 

In April, the Foreign Language 
Department combined strengths and 
efforts for three separate ethnic tours as 
part of the seminar series. The students 
started their day with an orchestral pres- 
entation by some of our own musicians. 
They were then prepared for a day of for- 
eign cultures with an introductory les- 



son often ethnic dances (including Afri- 
can, Israeli. German. French. Mexican 
and Creek dances) taught by a profes- 
sional dance instructor. 

Students bounded out of IMSA into 
Chicago headed in three different direc- 
tions. One of the tours headed by Ger- 
man teacher. John Stark, visited the 
DuSable Afro-American Museum in the 
Hyde Park area. They also visited the 
Chinese American League, a small 
museum in Chinatown, where a tour 
guide talked to the group and taught 
them a few words of Chinese. The 
museum visit was followed by lunch at 
the Chinese restaurant "The Junk." 

A second group led by Spanish teacher 



Lena Lucietto visited the National Cze- 
choslovakian Sokol Headquarters, a 

place where Eastern European students 
learn dance and gymnastics. The group 
then was treated to a Czechoslovakian 
lunch at Klass' Restaurant in Berwyn. 

Another group of students visited the 
Polish American Museum, an old house 
transformed into a museum. The 
museum contains artifacts and docu- 
ments showing roles that Polish people 
have played in U.S. history, dating back 
to the revolution. Students had a taste 
of Polish food at The Orbit Restaurant 
on Milwaukee Avenue. They even got a 
headstart on Easter with a lesson on 
painting eggs at a Lithuanian museum. 



IMSA Scheint 
in Chicago! 

Several IMSA students studying Ger- 
man did shine as they placed second in 
the High School German competition 
sponsored by the University of Illinois- 
Chicago campus. Six IMSA students par- 
ticipated in the skit category of the Ger- 
man Day contest in April. About 20 
schools from the northern Illinois region 
entered each of the three categories that 
included poetry and interpretive 
readings. 

IMSA placed second in the skit sec- 
tion of the contest with a revised version 
of the German "Lorelei" legend by Hein- 
rich Heine. Students Andy Alt (Aurora), 
Dave Kung (Carbondale), Dan Frakes 
(Seneca), Maggie Taylor (Peoria), Clay 
Young (Carbondale), and Jennifer 
Schwartz (Lake Villa) as Lorelei, rewrote 
the legend into a contemporary story. 

"I was impressed with the creativity of 
the students." says instructor John 
Stark. "They really put a lot into the 
skit." 

The original legend tells the story of a 
young German woman waiting for her 
lover to return home from the war. As 
the young man returns his ship sinks 
and both he and Lorelei drown as she 
attempts to save him. Legend has it that 
Lorelei sits on a cliff on the Rhine River 
combing her long blond hair as she 
sings a haunting melody, distracting 
shippers and drawing them to the peri- 



IMSA Recommended for Grant 



IMSA is being recommended for an 
Artists-In-Education (AIE) grant. A panel 
of the Illinois Arts Council which 
reviews sponsor applications for the AIE 
program met and is recommending an 
award of $5200 for a four month dance 
residency with Julie Salk. 

According to Dr. Neill Clark, English 
instructor at IMSA and the proponent of 
the grant, the award will be used to 
establish a year-long theme at the 
Academy studying the connection 
between arts and science. The point of 
connection will be the metaphor in lan- 
guage and mythology and the model in 
scientific theory. 

Observations of the regular motions of 
the heavenly bodies and celebration of 
this recognition in music, dance and 
ceremony is the common origin of art 
and science. "Equinox to Solstice", the 
theme of the project, will focus this 
study through dance-theatre performan- 



ces at the autumnal equinox and the 
winter solstice. The performances will be 
directed by Salk. 

Clark says there is a link between the 
earliest cosmological studies and the 
most contemporary scientific explora- 
tions of space and subatomic particles. 
"As man watched what appeared to he 
the sun's path through the heavens, he 
learned also to calculate, to compute the 
movements and out of that came calend- 
ars and measurements. Yet, it (the 
knowledge) was preserved in the cerem- 
onies of religion, in the stories of 
mythology and performed as dance 
according to the local customs and 
music." 

Clark says the grant will signify the 
coming together of art, science, mathe- 
matics and the humanities. The goal is 
to present a unification of all knowledge 
in one place as an interdisciplinary 
approach to education. 



lous cliffs, avenging her lover's death. 
IMSA students revised the story and set 
it in modern Germany, where Lorelei 
awaits the return of her lover due to 
arrive by bus. 

Portia Blume (Utica), Kathy Rink 
(Murphysboro) and Doug Turnbull 
(Urbana) took third place in poetry read- 
ing. The three selected "H'ilkommen 
Und Absheid" by J.W. Goethe. An inter- 
pretive reading was also presented by 



students Jill Howk (Melvin), Karen 
Kiener (Palatine) and Jody Yates 
(Fowler). 

Participants in the contest were 
treated to the sounds of the IMSA String 
Sextet by students Andy Alt (Aurora), 
Chris Bullinger and Nick Bullinger 
(Sleepy Hollow), Matt Hausken (Lom- 
bard), David Kung (Carbondale) and 
Lydia Leong (Wheaton). 



ILLINOIS MATHEMATICS AND SCIENCE ACADEMY 




"Representative" David Yung 
confers with another student 
during the 38th Youth 
Legislature Day in Springfield. 



A Taste of Springfield 

for IMSA's Would-Be Lawyers 



Throughout the Illinois Capitol Building, legislators, judges, attorneys, and the Gov- 
ernor's staff were at work. A normal day in Springfield? The arguments, debates, and 
compromises sounded familiar but each was being offered by an Illinois high school 
student. 

Eleven hundred students filled the House and Senate chambers, courtrooms in the 
Supreme Court Building, and the Governor's office in March as the 38th Youth Legisla- 
ture convened under the sponsorship of the Illinois YMCA. Twenty-nine of the young 
legislators and attorneys were from IMSA. 

Under the sponsorship of the Aurora YMCA, the following students got a first hand 
look at state government: 



Kellie Van Housen - senator 
Sona Nadenichek - representative 
Kevin Munoz - representative 
David Yung - representative 
Sal Schulze - senator 
Efie Saranteas - representative 
Jeffrey Young - video press 
Steve Moore - video press 
Bowen Chung - video press 
Kristine Gerhard - video press 
Debbie O' Fallon - video press 
David Franklin - video press 
Jeff Truitt - attorney 
Andy Oh - representative 



Frank Borras - lobbyist 
Todd Laufenberg - lobbyist 
Gabriel Demombynes - video press 
Jim Kingery - attorney 
Chris Posega - attorney 
Mitchell Gordon - senator 
Jennifer Schwartz - attorney 
Amy Courtin - attorney 
Terri Willard - senator 
Maggie Taylor - lobbyist 
Bill Grebner - attorney 
Wendy Hansen - attorney 
Badri Rengarajan - lobbyist 
Robert Chang - representative 
Paul Capriotti - representative 

The "Youth in Government" project began in October with the selection of students. 
Under the direction of project advisors Corinn Wallace, Copley Hospital, Judy Ellertson 
from the Aurora YMCA, and Bill Stepien, IMSA social science teacher, students drafted 
bills for introduction to the youth legislature, prepared lobbyists positions, learned the 
techniques of video journalism, and prepared to defend their client in a mock trial. 

As the winter months passed, a mock trial was held at the Kane County Courthouse 
and legislators met at area high schools to guide their bills through committee hear- 
ings. As the Springfield weekend neared, preparations went into high gear. Aurora 
attorneys Paul Patricoski and Richard Petesch helped IMSA attorneys prepare their 
appeals for the Supreme Court. Illinois Representative Jill Zwick talked with students 
about the dynamics of the legislative process. And then it was off to Springfield. 

Each day was packed with legislative sessions, committee meetings, courtroom 
arguments, buttonholing by lobbyists, and politicking. Friday ended with a formal ban- 
quet and Saturday with a dance. The news program which appeared on close circuit tel- 
evision each evening at the Holiday Inn and featured anchorwoman Debbie O'Fallon, 
was produced by the student video press, and covered the day's happenings at the capi- 
tal. A weary bunch of students (and advisors!) left Springfield on Sunday afternoon 
determined to return in 1988 with "can't miss" legislation and scanning the horizon for 
golden arches. 



8 



ILLINOIS MATHEMATICS AND SCIENCE ACADEMY 



Hollister Selected as Madison Fellow 



Bernard Hollister (Glen Ellyn) social 
science teacher, has been chosen as a 
James Madison Fellow for 1987-88. He 
will be a member of a group of American 
history, government and civics teachers 
chosen nationally for a conference this 
summer. The fellowships are very com- 
petitive with only about 20 teachers 
selected from the east coast and another 
20 from the west coast as recipients. 

Each fellow receives a $2500 Award. 
as well as travel support and expenses 
for a three-week seminar beginning June 
22. 1987. The seminar provides the 
teachers with resources to organize pro- 
grams in their community in connection 
with the Bicentennial celebration of the 
United States Constitution. The teachers 



serve as spokesmen for their regions and 
states in disseminating information on 
the Constitution and planning programs 
for the Bicentennial celebration through 
1991. 

"I'm extremely pleased and excited! 
I've always been interested in the Con- 
stitution as an historical document." 
says Hollister who recently visited Willi- 
amsburg for a meeting on the Bicenten- 
nial plans. 

Among his many accomplishments. 
Hollister is also the new president of the 
West Suburban Council of Social Stu- 
dies, one of the oldest social studies 
councils in the state. He led the group 
on teaching strategies for the 
Constitution. 



He is an accomplished author of 
instructional texts and editor of educa- 
tional publications, including contribu- 
tions to A World History: Links Across 
Time and Place (McDougal. Littell & 
Co.) and was one of four writers for the 
Teacher's Manual. He is also the author 
of The Mass Media Workbook (National 
Textbook Co.). now in its second 
printing. 

He is the recipient of the National 
Science Foundation Grant, the National 
Endowment for Humanities Fellowship 
and the Williamsburg Award for Study at 
Colonial Williamsburg. This is his 24th 
year in teaching. 



New Dorms. . .New Lifestyle! 



"Mom. over here! Can you help me 
carry this?" 

"Have you seen my journal?" 

"Chris, what room are you in?" 

Those were some of the cries heard 
over and over as students moved their 
belongings from the school building into 
the new dorms. After eight months of 
living in converted lab and music rooms, 
students and their resident counselors 
moved into the more traditional residen- 
tial setting in mid-April. Some students 
were better prepared than others. 

"I had all my stuff packed before," 
says Andy Chen. 

"It was chaotic!" says Eleanore Kim. 
"I amassed so much stuff in a few 
months!" 

Some students do miss the old cama- 
raderie that developed from living in 
close proximity with twenty to thirty 
other people. "There's less closeness as a 
school," comments Chen, "but people 
are becoming better friends with their 
roommates." 

And, it didn't take long for students to 
discover the advantages of living in the 
new dorms and the conveniences. "I can 
stay in bed an extra five minutes," says 
Kim, "Before we had to run to the show- 
ers (in the gym) and back to our rooms." 

The novelty of living in a new envi- 



ronment led to a lot of excitement and 
activity as students tried to make the 
new rooms feel more like home. For sev- 
eral days after the move students tried to 
continue the closeness with their peers 
by talking to each other on the phone 
into the wee hours. "We discovered the 
party line!" said one student. But, after 
the newness wore off, the late night calls 
lessened. "It's still nice to know you can 
call out or hear from home at any hour." 
says Erika Tracy. 

"The excitement has died down," says 
resident counselor Denise Sparrow. "It's 
been replaced by an appreciation that 
they have received something special." 

"It's very exciting!" says mom Nancy 



Joerg. "It's been talked about for a long 
time and now it's beautiful to see the 
sunshine comin? in through the win- 
dows and seeing me children filling the 
rooms." 

As the year ended, students prepared 
for finals in their new rooms with a few 
reflecting on these past ten months of 
residential living. The pioneering year 
has given students a new educational 
experience where they learned as much 
from each other as they did in the 
classroom. 

"It's been a good experience living 
here," says Kim. "now, I can't imagine 
going to school anywhere else." 




Students enter one of the newly constructed dormitories. Dorms for next year's class are 
under construction. 



ILLINOIS MATHEMATICS AND SCIENCE ACADEMY 



Myths as Modern Metaphors for English Students 



How do modern film and classical 
literature come together for the study of 
world literature? Tying the contemporary 
to more traditional concepts and litera- 
ture has been the aim of English 
instructors Dr. Dana Goodman and Dr. 
Neill Clark at IMSA. 

A visit by screenwriter Leon Capetanos 
(who collaborated with director Paul 
Mazursky on "The Tempest", "Moscow 
On the Hudson", Down And Out in Bev- 
erly Hills") in May capped a semester's 
study of world pictures by students. This 
visit was in conjunction with the study 
of Shakespeare's The Tempest. Capeta- 
nos addressed the question of why one 
makes a movie about contemporary 
situations that allude to and draw on a 
Shakespearean play. 

Capetanos' visit was the climax to a 



study on the Elizabethan period. Stu- 
dents learned about the Tempest by pre- 
paring a performance of one of the 
scenes as a group project. The project 
was followed by study of E.M.W. Til- 
lyard's work about the Elizabethan Ren- 
naisance. The Elizabethan World Pic- 
ture. According to Clark, it is difficult 
material deaing with three different 
major metaphors in the literary work of 
Shakespeare and going back to classical 
times: 

— the great chain of being 

— the corresponding planes, and 

— the Cosmic Dance. 

The students were required to write a 
scene based on one of the metaphors. 
Through performance they had to put to 
use what they had learned by reinterpret- 



ing some key Elizabethan concepts. 

"Our objective was to teach the back- 
grounds of Elizabethan literature," says 
Clark, "which is really the background of 
all literature, and yet do it in a way that 
is not rote memorization." 

"The study of myth as recurring 
images and metaphors becomes the 
foundation upon which to explore the 
literatures of the world in the junior 
year," summarizes Dr. Dana Goodman, 
English instructor. 

Visits by Capetanos and other writers 
and poets were only the beginning of 
what is expected to be a pattern of bring- 
ing the artist and student together in 
the IMSA humanities program. 



Math Teacher 
on State Panel 

An IMSA math teacher was named to 
participate in an assessment writing 
workshop for the state of Illinois. Sue 
Eddins (Glen Ellyn) assisted the state by 
conducting data gathering efforts. The 
first step in the process had Eddins 
attending a workshop in April at Illinois 
State University. She and other teachers 
across the state will now conduct simil- 
iar seminars in their local areas. 

A total of 80 teachers from across the 
state were invited to participate in the 
project, tentatively titled "Mathematics 
Assessment Writing Workshop." Eddins 
was selected for the workshop and pro- 
ject by Dr. John Dossey, President of 
the National Council of Teachers of 
Mathematics, and officials with the Illi- 
nois Board of Education. 

According to Boon Lee, with the stu- 
dent assessment section of the Board of 
Education, the workshop stems from 
education reform legislation passed in 
1985. The legislation contains a signifi- 
cant emphasis on student assessment. 

The teachers received background 
about mathematics goals, and learned 
how to conduct similar workshops at 
Educational Service Centers in their 
local district. According to officials, a 
workshop for science assessment is also 
being planned. 



Language Students Earn Honors! 



The humanities are an important part 
of the IMSA curriculum. Students are 
required to take one of five languages 
offered— French, Spanish, German, 
Latin or Russian. A sixth language, Jap- 
anese, will be added to the curriculum 
beginning next year. Students demon- 
strated their skills by earning top honors 
in national high school language exams. 
Several participated in the Latin, Ger- 
man and Spanish exams, with a few 
scoring in the top ten percent 
nationally. 

In the French Exam, sponsored by the 
American Association of Teachers in 
French, two IMSA students scored above 
the 90th percentile. John Dexter (Cres- 
cent City) scored at the 96th percentile, 
meaning that only four percent of stu- 
dents taking the test nationally scored 
higher. Eleanore Kim (Pekin) scored at 
93. Both received a Certificate 
d'Honneur. 

The tenth annual Latin exam, spon- 
sored by the American Classical League/ 
National Junior Classical, drew over 
61,000 participants. Receiving a Maxima 
Cum Laude certificate, and a silver 
medal is George Chadderdon (Gales- 
burg). Chadderdon, scored more than 
thirty out of a possible forty points in 
the exam. Ninety percent of the IMSA 
students scored above the national 
average. 



Receiving Cum Laude certificates are: 
Chris Caruso (East Peoria), Sophia 
Davenport (Macomb), Richard Dunham 
(Aurora), Chris Dunlap (Milan), Jodi 
Gottman (Champaign), David Reed 
(Rock Island), Steven Roman (Aurora), 
and Sharon Sundy (Mahomet). The stu- 
dents received their instruction from 
Rosalind Moore (Batavia). 

IMSA students of German also fared 
very well in the National High School 
Exam sponsored by the American Asso- 
ciation of Teachers in German. Five 
IMSA students scored in the top ten per- 
cent and four students received special 
recognition from two German agencies. 

Top scorer on the exam was Portia 
Blume (Utica) with a 96 percentile rat- 
ing. Paul Ivsin (Elk Grove Village) and 
Clay Young (Carbondale) each scored at 
the 94th percentile. Andy Harrison 
(Naperville) scored 93 and Elizabeth 
Doyle (Springfield) scored at the 90th 
percentile. 

Four students received certificates 
from the Consulate General of the Fed- 
eral Republic of Germany and the Goethe 
Institute of Chicago for extraordinary 
efforts in the German language. The four 
students are: Mark Armantrout (Mat- 
toon) for the beginning level; Portia 
Blume and Clay Young for intermediate; 
and Jody Yates (Fowler) for the 
advanced level. 



10 



ILLINOIS MATHEMATICS AND SCIENCE ACADEMY 



TRMLBLAZERS. . . 

Dr. Neill Clark, English teacher has 
published two review articles in New 
York Newsday. In the article appearing 
in the April 26 issue, Clark explores the 
study of the Arthurian legend, and the 
historical and mythical realities that 
I have fascinated writers and scholars 
alike for centuries. 

"The Search for the 'Real' King 
Arthur" summarizes the observations of 
writers Richard Barber author of AVA'G 
ARTHUR: Hero and Legend and those of 
Emma Jung and Marie-Louise Von Franz 
authors of The Grail Legend. Clark's 
analysis of the two books, raises the 
question that perhaps beyond the search 
for the historical or the mythical there is 
also the existance of the "living myth". 
That, perhaps, the study of historical 
evidence and poetic evidence requires 
the inclusion of each as ongoing pro- 
cesses shaping the legend of Arthur or 
any literary figure. 

Mythological explorations are also at 
the crux of Clark's analysis of The Inner 
Reaches of Outer Space: Metaphor as 
Myth and as Religion, by Joseph Camp- 
bell. Clark again points to 'new age' type 
of thinking: one incorporating the study 
of mythological symbolism with scien- 
tific and measurable knowledge. He con- 
cludes that "Campbell's vision for a new 
age as one world rendered perceptible by 
scientific and technological means yet 
comprehended through mythology and 
integrated through metaphor has impor- 
tant implications for an educational sys- 
tem blinded by the light of special 
disciplines." 



Bill Stepien, social science instructor 
and Director of the Information 
Resource Center, has published three 
books and an article in The Senior 
Economist, this year. 

In the Fall, 1986 issue of The Senior 
Economist. Stepien and co-author Peter 
Senn, Professor Emeritus of Economics 
at Wilbur Wright College, wrote "The 
Constitution: An Economic Framework." 
The article outlines teaching techniques 
and activities for educating students on 
the economic impact of the document. 
The article suggests teachers explore the 
problems the nation faced under the 
Articles of Confederation with an eco- 
nomically weak government and a large 



war debt. Among the several activities is 
the recommendation that students par- 
ticipate in role-playing where they con- 
sider the economic impact of various 
pieces of legislation. 

Discovering Illinois is a 1986 text- 
book publication by Gibbs M. Smith. 
Inc. The elementary level text by Ste- 
pien, and co-authors Ida Fisher, John 
Lewis and Mary Smoot is designed to 
introduce the student to the state's geo- 
graphy, history, people, culture and 
government. 

In The World of Economics (South- 
western Publishing Co., 1988), Stepien 
and co-authors John Lewis, President of 
the Illinois Council on Economic Educa- 
tion at Northern Illinois University and 
Peter Senn provide an instructional 
package for exploring economic con- 
cepts and real-world situations. The text 
uses the combination of print material, 
computerized tutorials, simulations and 
other activities to work with students on 
the same set of concepts. The instruc- 
tional package includes: 

1. text featuring economic concepts and 
work sheets for concept reinforcement 
and review: 

2. mastery learning tutorials on compu- 
ter diskettes coordinated with the 
text: 

3. simulation activities on computer disc 
highlighting the relationships among 
economic concepts in the text. 

Earlier this year. Stepien and Smoot 
also co-authored a Teacher's Kit for the 
film "History Matters: A Story of 
Change. " The kit assists teachers in 
studying the concepts of the award- 
winning film about a farmer and his 
daughter-in-law making major invest- 
ment decisions. It teaches students by 
using a conceptual approach to decision- 
making through knowledge of the past. 
The kit lists objectives and activities for 
students. 



Physics teacher, Dr. David Workman, 

presented the Jackson Memorial Lec- 
tures at Eureka College in April. The 
afternoon presentation to the combined 
faculty of the College was entitled "A 
Curriculum for the 21st Century". Dr. 
Workman also addressed the entire col- 
lege community on "Special Education 
for the Gifted - Best for Them. Best for 
Us." 




A handcuffed Joe Meyer is led away by 
Aurora Police officers as part of the 
"Cardiac Arrest" project sponsored by 
The American Heart Association. IMSA 
raised $250.00 to bail out its principal. 



Cheryl McGuirk, IMSA social worker 
and students in the Peer Counseling 
Club have some excellent ideas for help- 
ing new students adjust to IMSA next 
fall. They met during May to plan ways 
to implement the ideas and the club's 
program next year. Students will partici- 
pate in the orientation process with par- 
ents and new students. 



Jennie Saunders-Brown, orchestra 
and choral instructor at IMSA, was rec- 
ognized by the Kane County Educa- 
tional Service Region as "Specialist 
Educator of the Year." Brown, a K-12 
music teacher for the West Aurora 
school district was nominated by peers 
to the county's Selection Committee as 
an outstanding educator. She was 
honored at a special reception recogniz- 
ing three other award recipients on Mav 
13th. 



Michael Sloan, the author of Working 
with Works, (Scott, Foresman & Com- 
pany), conducted several sections of a 
Macintosh class using the popular soft- 
ware program Microsoft Works. Microsoft 
donated 24 copies of the program to the 
Academy. The six one hour classes were 
offered during the late afternoon on 
Tuesdays and Thursdays. 



// 



ILLINOIS MATHEMATICS AND SCIENCE ACADEMY 



TRAILBLAZERS. . . 

The Freedom Shrine, currently on 
display at the Illinois Mathematics and 
Science Academy, was officially rededi- 
cated to the school in April. Members of 
the Aurora Exchange Club held their 
regular monthly meeting at the Academy 
to make the special presentation. The 
Freedom Shrine had originally been 
presented to the West Aurora School 
District for display at its North Campus, 
now the IMSA facility. 

Keynote speaker for the presentation 
was Bernard Hollister (Glen Ellyn), 
social science teacher. 



In May, about 15 students participated 
in a total immersion weekend at Will- 
iams Bay, Wisconsin on Lake Geneva. 
During the weekend participants were 
forbidden to speak anything but Span- 
ish. According to instructor Elia Lopez, 
"It was great to see that many students 
participating. These students really got a 
lot out of it." 

The weekend was coordinated through 
Illinois Benedictine College. Seven stu- 
dents in the Spanish I class also 
attended the weekend event. According 
to Lopez it was an honor to have first 
year students allowed on the weekend as 
officials seldom admit students with less 
than two years of Spanish. 



IMSA hosted Chemistry West in April 
as part of the Outreach program. Chem- 
istry West represents a group of chemis- 
try teachers from the Chicago area who 
meet six times a year to discuss current 
areas of interest to chemistry teachers. 

Generally a topic or theme is chosen 
and teachers are encouraged to bring 
something they can share with others 
relevant to that topic. These could be 
experiments, demonstrations, or unique 
teaching techniques that experienced 
chemistry teachers have found work for 
them. 




Some of the 82 students who recently visited 
Springfield during the recent Lobby Day, 
sponsored by the LASB and the IASBO. The 
students gained first-hand experience about 
lobbying as they made contact with their 
local Representatives and Senators, sharing 
with the legislators some of their experiences 
at IMSA. 



r^lMSA 



Illinois Mathematics and Science Academy 
1500 West Sullivan Road 
Aurora. Illinois 60506-1039 



NON PROFIT ORG 

BULK RATE 

U.S. POSTAGE 

PAID 

AURORA, IL 

PERMIT NO 129